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原文連結
論文資訊
- 類型：已發表論文
- 日期：2020-07-01
摘要
Knowledge is a 網絡 of interconnected concepts. Yet, precisely how the topological structure of knowledge constrains its acquisition remains unknown, hampering the development of learning enhancement strategies. Here, we study the topological structure of semantic 網絡s reflecting 數學 concepts and their relations in college-level linear algebra texts. We hypothesize that these 網絡s will exhibit structural order, reflecting the logical sequence of topics that ensures accessibility. We find that the 網絡s exhibit strong core-periphery architecture, where a dense core of concepts presented early is complemented with a sparse periphery presented evenly throughout the exposition; the latter is composed of many small modules each reflecting more narrow domains. Using tools from applied topology, we find
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